gender and math
...s of self-efficacy. In addition, O’brien, et al. (1999) concur with the findings of Hyde, et al. (1990), stating in particular, self-efficacy of mathematic performance, because skills in mathematics are a key requirement for success in higher mathematic-related careers. The results of a study by O’brien, and colleagues (1999) indicated gender directly predicted students' career interests in science and math fields, and ethnic identity significantly predicted mathematics self-efficacy. Another study by Hyde, and colleagues (1990) indicate that gender differences in most aspects of mathematic attitudes and affect are small, with the one exception being the stereotyping of math as a male domain. Some math stereotypes may even affect females before they have a chance to formulate their own opinions or views toward the subject. Tiedemann (2002) speculates the lower achievement rate of females in school may be directly correlated with teachers’ gender stereotypes. Hyde, et al. (1990) reported a significant difference in boys' and girls' beliefs about teacher attitudes. Girls reported that teachers held more negative perceptions. Mathematics continues to be viewed as male domain, therefore many teachers hold gender-differentiated views of their students’ academic abilities (Tiedemann, 2002 ). These views have a direct link to student achievement. Often the student’s career choices, or feelings about a certain subject will have a direct link to the teacher’s expectation. Tiedemann (2002) found teachers who endorse the male dominant stereotype regarding mathematics attribute higher mathematical abilities to their male students. While teachers who do not endorse the male dominant stereotype found no gender differences in mathematic ability among their students. The implementation of single-sex mathematic classrooms would seem to be an excellent way to eliminate teachers’ gender stereotypes. Parker and Rennie (2002) studied the teachers’ implementation of gender-inclusive instructional strategies in single-sex and mixed-sex classrooms. The study posed the concern whether gender-inclusive instructional strategies are implemented more readily and effectively in single-sex or mixed-sex classrooms. In their research Parker and Rennie (2002) found many ways females benefited from single-sex classrooms. The classrooms provided a positive environment which included no harassments, no competition for materials, and very little demoralization of fellow students when they made mistakes (Parker & Rennie, 2002). The female classrooms also had fewer management problems, which essentially provided a better climate for introducing topics and contexts which were more meaningful to girls (Parker & Rennie, 2002). They concluded, the quieter, cooperative classroom environments in the all-girls classes provided a better work environment for girls to achieve higher success in mathematics (Parker & Rennie, 2002). Unfortunately in the United States under Title IX, single-sex classes are illegal in public schools, thus in the public school system this is not an option. If gender differences really do exist, one must identify when this problem begins to evolve. In an examination of 98 mathematic achievement studies, Friedman (1989) noted that until age 10 either no differences between genders or differences favoring girls are observed. In correlation with Friedman’s (1989) study, Hall and Hoff (1988) examined gender differences in children tested at grade levels two, four and six over an eleven year period. The study included 109 males and 127 females, and investigated possible gender differences in mathematical performance and the relationship between gender and grade levels on mathematic performance. They also concluded there was no significant gender difference in mathematic performance (Hall & Hoff, 1988). In contrast to the findings of Hall and Hoff (1988). Park and Bauer (1998) and Davies and Brember (1999) both performed studies which show boys significantly outperforming girls in mathematics on an elementary school level. Park and Bauer (1998) conducted a study on high-achieving (top 5%) elementary school students. In a study which consisted of 4661 fourth grade and 2541 sixth grade students, Park and Bauer (1998) found there were significant statistical gender differences in mathematic performance for both grades four and six. Boys outperformed girls in every aspect of mathematical performance, with the gap in grade six being consistently higher than that in grade four (Park and Bauer, 1998). Davies and Brember (1999) performed a study on 1488 six grade children. Differences in attainment related to gender were found in mathematics, with boys outperforming girls by 5% ( Davies & Brember, 1999). They also found the top 5% of all scores consisted of 75% boys, statistics which were similar to the findings of Park and Bauer (1998). Statement of Hypothesis It...